History Medium Term Planning
Year/Term	Yx/TERMy	Unit
Weeks	z	Themes
Note	Curr. Link
Overview and Rationale for Unit Briefly outline the main issues covered in this unit. How does it fit into the larger programme of study? Why are these Key Question important ones to ask? How does it fit into our vision statement for History?	Assessment How will the unit be assessed? Give a detailed description of the nature of the assessment. Will it be a single task or an extended task over a number of lessons? What format will the task take? At which point will it be conducted? Will it be done in school or at home?

These are the core concepts for History. Where suitable, particular SIGNPOSTS of historical mastery should be targeted as part of lessons. These should form a guide when deciding how to teach a particular aspect of the course. The aim is to get sound coverage over the year. In addition to these the KNOWLEDGE required is outlined in the Programme of Study.
Causation	Change & Continuity
SIGNPOST 1 D:Y7/8, M:Y9	Change happens because of MULTIPLE CAUSES and leads to many different results or consequences. These create a WEB of related causes and consequences.	SIGNPOST 1 D:Y7, M:Y8/9	Past societies are not fixed, there are changes which have occurred spanning centuries. Changes in the past can be identified by looking at DEVELOPMENTS between two periods.
SIGNPOST 2 E:Y7, D:Y8/9	Different causes have different LEVELS OF INFLUENCE. Some causes are more important than other causes.	SIGNPOST 2 E:Y7, D:Y8/9	Change and continuity are INTERWOVEN and both can be present together in history. CHRONOLOGIES can be used to show change and continuity working together over time.
SIGNPOST 3 E:Y8, D:Y9	Historical changes happen because of two main factors: The actions of HISTORICAL ACTORS and the CONDITIONS (social, economic etc.) which have influenced those actors.	SIGNPOST 3 E:Y8, D:Y9	Change is a process which varies over time. Change can be described as a FLOW in terms of its PACE and EXTENT and can be said to TRENDS and have specific TURNING POINTS.
SIGNPOST 4 E:Y8, D:Y9	HISTORICAL ACTORS cannot always predict the effects of their own actions leading to UNINTENDED CONSEQUENCES. These unintended consequences can also lead to changes.	SIGNPOST 4 E:Y9	Change and continuity are not a single process. There are many FLOWS of change and continuity operating at the same time. Not all FLOWS go in the same direction.
Historical Evidence	Historical Interpretations
SIGNPOST 1 D:Y7/8, M:Y9	When we write history we need to create interpretations of the past based on evidence. INFERENCES are drawn from a variety of primary sources to create interpretations of the past.	SIGNPOST 1 E:Y7, D:Y8, M:Y9	Historical interpretations are everywhere. Every piece of historical writing is an interpretation of some sort. The past is not fixed but CONSTRUCTED through interpretations.
SIGNPOST 2 E:Y7, D:Y8/9	Historical evidence must be CROSS-REFERENCED so that claims are not made based on single pieces of evidence. CROSS-REFERENCING means checking against other primary or secondary sources.	SIGNPOST 2 E:Y7/8, D:Y9	It is possible to draw INFERENCES from interpretations of the past, just like with historical sources. INFERENCES will reveal the MESSAGE of a particular interpretation.
SIGNPOST 3 E:Y8, D:Y9	Historical evidence has multiple uses. The UTILITY of a piece of historical evidence varies according to the specific enquiry or the questions being asked.	SIGNPOST 3 E:Y8, DY9	The APPROACH of an author must always be considered. This means considering their VIEWPOINT, PURPOSE, AUDIENCE and EVIDENCE chosen to build their interpretation
SIGNPOST 4 E:Y8, D:Y9	Working with evidence begins before the source is read by thinking about how the AUTHOR, intended AUDIENCE and PURPOSE of an historical source might affect its WEIGHT for a purpose.	SIGNPOST 4 D:Y9	Historical interpretations must be understood on their own terms. This means thinking about the CONTEXT in which they were created and what conditions and views existed at the time.
SIGNPOST 5 E:Y8, D:Y9	Historical evidence must be understood on its own terms. This means thinking about the CONTEXT in which the source was created and what conditions and views existed at the time.
Historical Perspectives	Historical Communication
SIGNPOST 1 D:Y7/8, MY9	There are major differences between modern WORLD-VIEWS and those of people in the past, this means their beliefs, values and motivations. We must avoid PRESENTISM.	SIGNPOST 1 E:Y7, D:Y8, M:Y9	Historical knowledge and evidence is used to develop and prove an argument. Historical evidence should be ACCURATE and RELEVANT.
SIGNPOST 2 E:Y8, DY9	The perspectives of HISTORICAL ACTORS are best understood by thinking about the CONTEXT in which people lived and the WORLD-VIEWS that influenced them	SIGNPOST 2 E:Y7, D:Y8/9	All writing needs a clear structure. This means introducing your work, developing ideas in paragraphs and reaching an overall conclusion.
SIGNPOST 3 E:Y8, D:Y9	Looking at the perspective of an HISTORICAL ACTOR means drawing INFERENCES about how people thought and felt in the past. It does not mean using modern WORLD-VIEWS to imagine the past	SIGNPOST 3 E:Y7, D:Y8/9	All historical essays require some form of argument to develop. This means you need to clearly answer the question set and build a clear line of argument throughout your work.
SIGNPOST 4 E:Y7, D:Y8/9	A variety of HISTORICAL ACTORS have very different (DIVERSE) experiences of the events in which they are involved. Understanding DIVERSITY is key to understanding history.

Key Question 1
Target Concepts
Aim for the end of the enquiry
Core Content
Lesson	Enquiry Sub Question/Topic & LOs A set of potential Learning Objectives which might help answer each sub question	How could we answer these questions? (Activities) Think about ISM, main activities allowing extension, means of assessing understanding of the main questions asked	SIGNPOSTS Particular signposts to be targeted	Resources List of specific resources for this lesson – if they are digital, where are they located?
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Key Question 2
Target Concepts
Aim for the end of the enquiry
Core Content

Lesson	Enquiry Sub Question & LOs A set of potential Learning Objectives which might help answer each sub question	How could we answer these questions? (Activities) Think about ISM, main activities allowing extension, means of assessing understanding of the main questions asked	SIGNPOSTS Particular signposts to be targeted	Resources List of specific resources for this lesson – if they are digital, where are they located?
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Key Question 3
Target Concepts
Aim for the end of the enquiry
Core Content

Lesson	Enquiry Sub Question & LOs A set of potential Learning Objectives which might help answer each sub question	How could we answer these questions? (Activities) Think about ISM, main activities allowing extension, means of assessing understanding of the main questions asked	SIGNPOSTS Particular signposts to be targeted	Resources List of specific resources for this lesson – if they are digital, where are they located?
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